In the west, case teaching can be traced back to ancient Greece more than 2000 years ago, and the "question and answer method" teaching created by Socrates is the embryonic form of case teaching. The following is a summary of case teaching, welcome to read.
Case teaching summary 1 Case teaching is a form of PBL teaching. This study takes real clinical cases as the carrier, introduces practical problems that need to be solved in clinical drug treatment, and cultivates students' autonomous learning ability and clinical drug thinking mode. This teaching mode is especially suitable for pharmacology, a bridge course between basic medicine and clinical medicine. Because there are many practical difficulties in case teaching in large classes, its application effect is rarely reported. The case teaching method was introduced into the large class teaching of pharmacology for nursing majors of grade 20 1 1 in our school, and its teaching effect was preliminarily evaluated through questionnaire survey and final exam results.
1 objects and methods
1. 1 teaching object: 20 1 1 nursing Japanese and nursing English majors in Liaoning University of Traditional Chinese Medicine. Among them, "Advanced Nursing and Nursing Japanese" takes a teaching class (89 students) as the experimental group, that is, the case teaching group. The nursing English teaching class (90 students) served as the control group, namely the traditional teaching group.
1.2 teaching method: the experimental group still adopts traditional teaching methods in the chapters of general pharmacology and introduction to antibacterial drugs, and pharmacology mostly adopts case-oriented teaching, in which anti-peptic ulcer drugs, anti-diabetic drugs and antibacterial drugs adopt case discussion teaching. The control group used traditional teaching methods combined with multimedia to teach drug classification, mechanism of action, clinical application and adverse reactions.
1.2.65438+ This method is more vivid, interesting and impressive than the traditional teaching method. Case teaching takes up less class hours and has little influence on the total class hours. This is an outstanding advantage compared with case discussion teaching.
1.2.2 case discussion formula: taking antidiabetic drugs as an example. First of all, the teacher introduced the medical knowledge of diabetes, and distributed the clinical cases of diabetes and discussed the problems to the students one week before class. 6-8 students form a discussion group, and the group leader organizes extracurricular exchanges and discussions to form opinions within the group. The class is dominated by the speeches of the group leaders, and other members can also supplement them. The rationality of the case drug treatment scheme, the similarities and differences between the drug administration schemes designed by each group and the case drug treatment scheme were emphatically introduced, and the drug action mechanism and adverse reactions were further discussed. Finally, the teacher explains the controversial issues and sorts out and summarizes the knowledge points required by the syllabus, so that students can clearly understand the key points and difficulties of the chapters they have learned.
2 teaching effect
2. 1 test scores: final pharmacology final exam. The experimental group and the control group implemented unified proposition, unified examination and unified marking. In the test questions, memorizing, understanding and applying knowledge account for 22%, 43% and 35% respectively, and the score of case discussion teaching chapter accounts for 18%. SPSS 10.0 software was used to test the total scores of two groups of papers and the scores of case discussion teaching chapters. The results show that there is no significant difference in the total scores between the two groups (P0.05), but there are significant differences in the scores of each chapter of case discussion teaching (P0.0 1), that is, the scores of case teaching group are significantly higher than those of traditional teaching group.
2.2 Questionnaire survey: At the end of the semester, the students in the case teaching group were investigated anonymously to evaluate the influence of case teaching and traditional teaching on classroom teaching quality and teaching effect. Chi-square test was used for statistical analysis, and the difference was statistically significant (P0.05) The results show that case teaching is significantly different from traditional teaching in improving students' learning interest and initiative, improving students' ability to think, analyze and solve problems, combining theory with practice, interacting between teachers and students, and invigorating classroom atmosphere (P0.0 1), and case teaching is obviously superior to traditional teaching.
3 discussion
Through the case-based and case-discussion theoretical teaching practice of some chapters of pharmacology in Japanese intensive care class of grade 20 1 1, the statistical analysis of test scores and questionnaires shows that case-based teaching is superior to traditional teaching in many aspects and is suitable for pharmacology, a bridge course between basic medicine and clinical medicine. It integrates the basic theoretical knowledge of pharmacology into clinical cases and presents it to students in a vivid form, which can significantly improve students' interest and initiative in learning. Enable students to learn the means and methods to acquire knowledge and improve their ability to think, analyze and solve problems by using the obtained information. It is beneficial to cultivate students' clinical thinking ability to link and integrate the knowledge of basic medicine and clinical medicine in the learning process. At the same time, the active communication atmosphere between teachers and students in the classroom is conducive to students' understanding of the teaching content and forming a deep memory. This is also reflected in the case discussion teaching chapter, and the results of the experimental class are obviously higher than those of the control class. Through the practice of case teaching, the author thinks that case teaching has advantages in large class teaching. It takes up less class hours, but it can improve teaching quality and teaching effect. It is a method worth popularizing in large class teaching of pharmacological theory. There is no significant difference in the total test scores between the experimental group and the control group, which may be related to the fact that the proportion of the case discussion teaching part in the total class hours is too small, and the score of the case discussion chapter examination part in the final test paper is too low (18), which cannot cover all the teaching contents of the case discussion teaching. This is similar to the research results of Cui et al. Therefore, case teaching is not only conducive to cultivating students' innovative spirit and practical ability, but also can promote the coordinated development of students' knowledge, ability and quality. This case-based open teaching model has been widely recognized and welcomed by students, and it also provides a reference for the teaching reform of pharmacology in large classes in medical colleges.
Summary of Case Teaching 2 With the rapid development and changes of China's economy and science and technology, diversified talents are increasingly favored by society. As an important institution for cultivating agricultural talents, agricultural colleges shoulder the heavy responsibility of cultivating outstanding talents for the society. It will keep pace with the times, deepen the reform of the teaching system and constantly adjust the talent training program. Plant protection is one of the traditional specialties in our school. Its training goal is to cultivate industrial applied talents with basic knowledge, theory and skills of plant protection science, solid professional foundation and outstanding practical ability, master pest control technology in modern agricultural production, and be able to engage in management, popularization and development, technology and design in modern agriculture and plant protection related fields. As one of the main courses of plant protection specialty, agricultural entomology needs continuous improvement and innovation in teaching concepts and methods to meet the social demand for new plant protection talents. By using the method of case teaching, the application effect and prospect of case teaching in the course reform of agricultural entomology were discussed.
First, the traditional teaching content and existing problems of agricultural entomology
(A) the traditional teaching content
The traditional teaching mode of agricultural insects focuses on the main crops, and describes the morphological characteristics, occurrence regularity, harmful symptoms and control methods of the main pests on various crops respectively. This teaching mode is just a simple list, lacking in change. Students rarely have the opportunity to think positively in class, and the classroom atmosphere is not active. Mastering what you have learned mainly depends on rote memorization. The form of the experimental class is also relatively simple, mainly observing the morphological characteristics of pests, drawing pictures, compiling a key table and so on. So that students can understand the main pests in farmland and master their identification methods. In the experimental class, students often draw the main identification features according to the gourd ladle and complete the experimental report. This teaching method is not conducive to stimulating students' enthusiasm for learning, and students have few opportunities to think about problems actively, let alone cultivate students' innovative ability and improve their ability to solve practical problems.
(B) Problems in traditional teaching
1. The teaching mode lacks innovation. The traditional teaching mode is mainly based on the content and order of textbooks, and the teaching mode is relatively simple, mainly using indoctrination and more traditional teaching methods. The experimental class is also relatively rigid. The teacher introduced the species and main characteristics of experimental pests, and asked the students to compare and observe them one by one. The experimental work is often to draw the main identification characteristics of a certain insect state, compile a key table of the main pests of a certain crop, identify larvae or adults, and so on. The teacher clearly explained the tasks that students need to complete in the experimental class, and students often have some negative mentality in such classes, which is easy to deal with. This teaching mode has poor classroom effect. Although students take notes carefully and finish the experimental homework, they often can't master what they have learned well.
2. The teaching content lacks practical application. The traditional agricultural insect course takes pests as the starting point. Over time, students have formed a fixed mode of thinking: identify pests first, and then determine the damage mode and prevention methods of pests according to pests. However, in the affected farmland, victims are often seen first, because many insects only appear when they are harmful, and hide when they are not feeding. Some insects are harmful underground or inside plants (such as stems, fruits and leaves), but they are invisible on the surface of plants. The way of thinking formed by students in the traditional teaching mode is not conducive to their making correct judgments in practice.
Second, the application of case teaching in agricultural entomology course
Case teaching mainly includes case preparation, students' autonomous learning, teacher-student interaction and effect evaluation.
(A) choose a reasonable case
The choice of cases must be typical. This requires teachers to have a full grasp of the teaching site, often go to the production line for internship, go deep into the field investigation, and master the main pest species and harm characteristics. , so as to summarize typical cases. For example, Asian corn borer is an important pest in corn field. Because of its boring habit, it is difficult to find traces of it on the surface of plants, but its harm characteristics are unique. Young moths eat the heart leaves of the host plants, forming rows of holes to eat the male ears, forming broken stems, causing the wind to bend and lodging. These damages are easy to observe. Therefore, the case can be set in the background of on-site victimization, which can not only arouse students' interest, but also be more intuitive and avoid students from memorizing professional knowledge.
The choice of cases must be practical. In the field, a variety of pests and even diseases will occur on the same plant at the same time. In order to improve students' comprehensive ability and practical ability, teachers must consider comprehensively when selecting cases and put forward cases that are in line with the actual production. For example, many pests of piercing-sucking mouthparts will leave holes when they harm crops, resulting in the death of tissues around the holes and the formation of yellow spots; Then, because the necrotic tissue stops growing, the normal tissue continues to grow, which will lead to the deformity of tissues such as leaves; At the same time, insect pests of inhalers can also spread viruses and cause diseases. Teachers can take the victim's complaint formed by this comprehensive occurrence as a case, so that students can expand their knowledge and improve their comprehensive ability while analyzing the case.
(B) to guide students to learn independently, case analysis.
Teachers will provide students with cases and questions, so that students can combine their professional knowledge and analyze the cases by consulting relevant professional materials. Teachers can assign some materials to students to avoid blind access, and ask students to draw conclusions through information inquiry in their spare time. Students can also be divided into groups, each group has different cases, and you can choose the group leader to be responsible for assigning tasks and organizing discussions within the group. This will not only enable students to learn from each other through discussion, but also enable students to consider problems more comprehensively and carefully, and also improve their enthusiasm and activate their thinking.
In addition to letting students consult written materials, they should also be allowed to enter the practical classroom. Students majoring in plant protection in our school need to participate in seasonal production practice for six months in May-June 10 of the sixth and seventh semesters. Students directly participate in production management or one of the links in the practice base to understand the occurrence and development of crop diseases and insect pests such as cereals, dry crops, rice, vegetables and cash crops. Plant protection practice base provides a good practice platform for case teaching. Teachers can give full play to the role of production practice, organically combine case teaching with production practice, and move the classroom of case teaching to farmland. Teachers lead students to find suitable cases in the experimental field, so that students can analyze and discuss the cases on the spot, and draw conclusions through observing the victims, searching for pests, analyzing the growth period of crops and meteorological conditions.
Classroom discussion and teacher evaluation
Students reach a unified conclusion through group discussion, and each group sends 1 representatives to explain the case analysis results obtained by their own groups. After that, the teacher guides other students to discuss and comment on the conclusion, and finally the teacher summarizes and evaluates it. For key questions and vague answers, we should focus on explanation and analysis, so that students can understand professional knowledge more thoroughly and master it more easily. This teaching form enables teachers to fully interact with students and makes students become the protagonists in the classroom. Through the process of discussion, students have exercised their thinking mode and language expression ability.
The case review of the practice class is conducted on the spot, and the teacher directly listens to the students' discussion on the spot. In this process, teachers can give necessary guidance and intervention, and finally make necessary supplements and comments on the students' discussion. This teaching method is more intuitive and students are more impressed.
Third, the case teaching effect evaluation.
(A) students are more interested in learning.
In traditional teaching, the teacher teaches by the book, and students often find it boring and difficult to remember, and their enthusiasm for learning naturally declines. By organizing students to discuss in groups, debate in class and practice in the field, students' sense of participation and teamwork is enhanced, and classroom performance is more active, which not only cultivates students' innovative ability and learning ability, but also helps to improve teaching quality. At the same time, in order to analyze cases, students must consult relevant literature, which also stimulates students' enthusiasm for learning and strengthens their sense of innovation.
(B) to improve students' autonomous learning ability
Case teaching has changed the traditional teacher's role as the protagonist in the classroom, changed into the role of students as the protagonist in the classroom, and realized the change from indoctrination and spoon-feeding teaching methods to guiding students to learn independently. Students are no longer passively studying, attending lectures, taking notes, reviewing and taking exams, but actively exploring the unknown and learning purposefully, which greatly improves students' interest and ability in autonomous learning. In addition, in the process of group discussion and classroom discussion, students can not only express their opinions freely, but also ask questions. Through this discussion, they can effectively broaden their knowledge, cultivate students' active learning ability, master learning rules and effective learning methods.
University education is not only to let students master basic professional knowledge, but more importantly, to let students master the methods of acquiring knowledge. It is better to teach them fish, cultivate their self-study ability and benefit students for life. After all, classroom teaching time is limited, but the problems that students need to solve when they go to work are diverse and complicated. Only with good self-study ability can they be competent for this job. In the course of agricultural pests, teachers can choose several typical cases from pests with the same harm characteristics to explain, while others can let students learn by themselves through reference books and observe on the spot. Homework can be to formulate several harmful symptoms, so that students can investigate which pests in the experimental base meet these characteristics, what types of feeding organs they have, which leads to their similar harmful characteristics, and how to effectively control them. Through this kind of study, no matter where students go to work after graduation, they can still put forward effective solutions through the learning methods and related materials they have mastered in college, even if they don't know the local pests in the fields, in the face of climate differences, crop differences and insect pests in the north and south.
(C) to improve students' practical ability
Plant protection specialty is a practical, applied and operational discipline. Only when students participate in a lot of practical research in teaching can they find various practical problems in practice, explain various phenomena and solve various problems with their own knowledge. Case teaching provides students with practical problems encountered in the field as cases, so that students can form correct ideas to solve problems.
With the continuous adjustment of China's agricultural industrial structure, the society requires higher and higher practical ability of students majoring in plant protection. The original teaching methods and methods can no longer meet the demand for talents in modern society. Many graduates show many weaknesses after taking up their jobs, which are rooted in the shortcomings of college education methods, so it is imperative to innovate the teaching system. Case teaching can extend the classroom to the experimental site, even to the farmers' fields. Let students master a skill and more practical skills when they graduate, so as to truly integrate into society and jobs in the future.
(D) Teachers' sense of responsibility is enhanced
Case teaching requires teachers to break the traditional way of thinking and re-integrate and summarize the original teaching content, thus summing up representative typical cases. This requires teachers to spare more time to improve their comprehensive quality, expand their knowledge, fully understand and master the main pests of local crops and their dynamics, so as to introduce cases in a timely and reasonable manner and apply case teaching to their own teaching process.
Classroom discussion and evaluation is an important part of the case teaching process. Through this process, teachers can not only understand students' mastery of basic knowledge and basic principles, but also teach students in accordance with their aptitude and better plan future teaching tasks. You can also consider whether the case is perfect and reasonable, and then constantly improve it. In addition, the case is not static. Never sum up a set of cases and apply them mechanically every year like traditional teaching methods. Instead, teachers need to make appropriate adjustments every year according to the actual situation in the field.
Fourth, case teaching problems and solutions
Since the case teaching was introduced to China in 1980s, it has been mainly used in the fields of medicine, law and commerce, and it has become increasingly standardized and mature. However, at present, this teaching mode is still in the exploratory stage in the teaching of related courses of plant protection specialty, and teachers can't easily master the case teaching process, and some students are not quite adapted to this teaching mode. All these need to be improved in the future teaching. Teachers need to strengthen comprehensive quality, master professional knowledge thoroughly, and constantly sum up and improve, in order to organically combine teaching content with cases. In terms of students, teachers need to guide patiently, fully mobilize the enthusiasm of students, objectively evaluate the analysis results of students, and let students gradually adapt to the changes in teaching methods. How to better apply the case-based teaching mode to the course of agricultural entomology, and even to other courses of plant protection specialty in the future, requires teachers to explore and learn constantly in the actual teaching process in the future, and the curriculum reform still has a long way to go.
In addition, the application of case teaching method in agricultural insect course also has some limitations, such as many teaching contents can not be condensed into cases, and students can only obtain scattered professional theoretical knowledge through case teaching, which is lack of systematicness. Therefore, in the teaching process of agricultural insects, we can't rely entirely on case teaching, but must combine with traditional teaching methods to complement each other. Only in this way can the teaching process be coherent and interesting.
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